What's new

This case study followed two special educators and five autistic students in a social skills group at a primary school in the southeastern United States. The class was moved outside several times a week. There were challenges, but the children experienced many affordances that supported progress towards their Individualised Education Plan goals. The special educators also experienced notable positive effects. The authors conclude that learning outside is possible and beneficial even with little prior experience.

Why it matters in Aotearoa

This is relevant to inclusive EOTC in Aotearoa, where learning outside the classroom is meant to be accessible to all students. The study suggests that regular outdoor sessions can support autistic learners and can also benefit the educators who work with them.

Putting it into practice

Try running one regular small-group or learning support session outside each week, and link what you observe to the students' individual learning goals.

How strong is the evidence

This is a small case study of one group at one school. It shows what is possible but cannot be generalised.

What to read

The findings on affordances and challenges for the autistic students, and on the effects for the special educators.

Who it's for